Nov. 1-5


 

 

Monday

Tuesday

Wednesday

Thursday

Friday

Reading

RL:   4.6     RI: 4.    

RF:

 

I am learning to compare and contrast first person and third person points of view in a text. 

 

Texts:  RCC

 

Activities: RCC 284-285

vocabulary: narrator, point of view, first-person, third person, 

 

Anchor Chart

 

p. 284-284 cartoon and venn diagram in pairs

 

Quick Write with a Partner: 

Partner A: Tells about something that happened to them.

Partner B: Tells what happened to their partner. Class decides if it is first or third person.



 

RL:     4.2   RI: 

RF:

 

I am learning to 

 

Texts: RCC page 286, 287, 290 Just a Bunch of Rocks and Bones

 

Activities:

  1. Anchor Chart

 
  1. Analyze Just a Bunch of Rocks and Bones  and complete workbook




 

RL:     4.2     RI: 

RF:

 

I am learning to

 

Texts: RCC288, 289, 291

If Only this Were Real

 

Activities:

 
  1. Gallery Walk: Look at 4 short texts and decide if they are first or third person, then provide evidence for your choice

Readworks

  1. Complete RCC workbook pages

RL:     4.2   RI:     RF:

 

I am learning to

 

Texts:  Angela Hilterbrand Bear Attack

 

Activities: Read the news article and use the RAFT Choice board to rewrite the story for the perspective of the Bear, kindergartener or principal.

 

 


 

RL:  4.2   RI:  4.2    RF: 

 

I am learning to

 

Texts: RCC 292-297 Trick or Treat

 

Activities: Independent Practice






 

Writing

Standard

W.3.3, W. 3.5

I am learning to write details about an event that occurs in a narrative.

 

Activity: Whole to parts

1. Adjectives--

Ask students to # 1-10 and list parts of a bicycle.  Then ask students to share. Now, imagine a bicycle wreck.  Brainstorm with them (and list for them to see) adjectives that could describe parts of the bike after the wreck (ex. bent, broken, mangled, cracked).  Have students pick one part of the bike and write a sentence of at least 12 words about that part.  Share. 

 

2. Physical Injury--

List 8 body parts:  arm, hand, elbow, wrist, ankle, stomach, leg, shoulder

Assign students one of the body parts.  Have them imagine the bike wreck again, and that they have been injured. Write a sentence of at least 12 words that describes in detail the injury that was sustained. Share. 




 

Standard

W.3.3, W. 3.5

I am learning to write details about an event that occurs in a narrative.

 

Activity: 

Continue anything from Monday needed… 

 

Whole to parts cont. 

3. Emotional Effects

When we become nervous or upset or excited our bodies are affected. Assign students one of the following body parts: heart, mind, eyes, hands, legs, feet

Tell the students to imagine they are waiting to hear the results of a contest they think they might have won.  Ask students to write at least a 12 word sentence about that body part.  Remind them to make their audience feel like they are there with them. Share. 

Standard

 

W.3.3, W. 3.5

I am learning to write details about an event that occurs in a narrative.

 

Activity: 

Idea Development-- Varying Sentence Structure

Review the 5 senses with the students.  Almost any narrative will include details of sight and hearing, and most will include feeling, as well.  

Brainstorm a list of 18-20 prepositions with the students. (Ex. Above, Behind, Between, Next to, Underneath, etc.) 

Now, ask students to imagine they’ve had a bicycle wreck.  They’re lying on the ground, partly under the bike. They are conscious and looking around them.  Have students pick a preposition from the list.  Write a sentence beginning with that preposition that includes sensory detail. 

Ex. Above me I could hear the wheels of the bike still spinning.  Put students into groups and have them read their sentences back-to-back, without pausing between sentences like they’re telling the story.  

Standard

W. 4.4, L.4.2, L.4.3

I am learning to write dialogue correctly.

 

Activity: 

Teach Dialogue

Ask students to write down 5 things that brothers and sisters might argue about.  Students share, then the teacher picks a topic.  With the input from students, write the conversation in script form. 

Dave: Where’s my baseball?

Don: I don’t know. 

Dave: What did you do with it? 

Don: I didn’t touch it!

 

Do several more examples with students. Then, begin teaching correct dialogue format:

New speaker, New paragraph

Comma before a direct quote

Period/punctuation inside quotation marks

Capitalize the 1st word in a quote

Quotation marks come in pairs. 

*Side note~ brainstorm a list of words that students can use besides “said”.  Might want to put this on chart paper so it’s always visible in the room. 

Next, put a conversation from above into correct order. 

Ex. “Where’s my baseball?”, Dave asked. 

Don replied, “I don’t know.” 

“What did you do with it?”, Dave demanded. 

Don answered, “I didn’t touch it!” 

Standard

W. 4.4, L.4.2, L.4.3

I am learning to write dialogue correctly.

 

Activity: 

Continue dialogue with students. 

 

Have students work in pairs to write dialogue correctly from the other conversation examples from the previous day generated by the students.  (Make sure the pairs are writing them correctly as they’re working.) 

 

 



 

Math-IM

Standard:

4.NF.B.4, 4.nf.B.4.b

 

I am learning to multiply any fraction by a whole number. 

 

IM Unit 3, Lesson 4

Standard: 

 

I am learning to solve problems with fractions. 

 

IM Unit 3, lesson 5

Activity:



 

Standard #:

 

I am learning to solve fractions with fractions by multiplying a fraction by a whole number.  

 

IM Unit 3 Lesson 6

Activity: 


 

Standard #: 

 

I am learning to multiply a fraction by a whole number and represent it with a diagram. 

 

IM Unit 3 Practice Problems for Checkpoint A

 

Activity: 

Standard #:  

 

I am learning to:

 

IM Unit 3 Checkpoint A

Introduction to Addition of Fractions (Unit 7)

Activity: 

Science

Stemscope

Standard #: 4-PS4-1, 4-PS4.A.2

Bundle:  4 

 

I am learning to: identify and analyze sound and how it travels. 

 

Activity:

Mystery Science Anchor Phenomena (Waves of Sound) Seeing Sound Anchor Phenomena. Complete: See, Think, Wonder Paper

 

Engage       Explore

Explain       Elaborate

Evaluate

Standard #: 4-PS4-1, 4-PS4.A.2



 

I am learning to: identify and analyze sound and how it travels. 

 

Activity:

Mystery Science Anchor Phenomena (Waves of Sound) Seeing Sound Anchor Phenomena. Complete: Seeing Sound Papers

 

Engage        Explore

Explain        Elaborate

Evaluate

Standard #: 4-PS4-1, 4-PS4.A.2



 

I am learning to: identify and analyze sound and how it travels. 

 

Activity:

Mystery Science: How far can a whisper travel? Complete first part of experiment with single cup telephones. 

 

Engage        Explore

Explain       Elaborate

Evaluate

Standard #:  4-PS4-1, 4-PS4.A.2

 

I am learning to: identify and analyze sound and how it travels. 

 

Activity:

Bundle 4 Scope 2 Stemscopes Wavelength and Amplitude complete

APK and Hook.

 

Engage       Explore

Explain       Elaborate

Evaluate

Standard #:  4-PS4-1, 4-PS4.A.2

 

I am learning to: identify and analyze sound and how it travels. 

 

Activity:

 

Stemscopes Wave Challenge

 

Engage         Explore

Explain         Elaborate

Evaluate

Social Studies

ESS KY

Standard: 

 

 I am learning to

 

Activity:

 

Continue with Social Studies after the Science Wave Unit is Complete.



 

Standard: 

 

I am learning to:

 Activity:

 

Continue with Social Studies after the Science Wave Unit is Complete.

Standard: 

 

I am learning to:

Activity:

 

Continue with Social Studies after the Science Wave Unit is Complete.

Standard:

 

I am learning to: 

 

Activity:

Continue with Social Studies after the Science Wave Unit is Complete.

Standard:  

 

I am learning to:

 

Activity:

 

 Continue with Social Studies after the Science Wave Unit is Complete.